BRAZILIAN BIOMES AND ENVIRONMENTAL EDUCATION: POTENTIALS FOR THE SCIENTIFIC AND ECOLOGICAL FORMATION OF HIGH SCHOOL STUDENTS

Authors

  • NOEMI BOER
  • NEUSA MARIA JOHN SCHEID
  • CLÁUDIA RIGOLI SCHNEIDER

DOI:

https://doi.org/10.26619/1647-7251.DT0224.1

Keywords:

Environmental, Biodiversity, Pampas, Amazon, Pantanal

Abstract

The results of the study conducted by the authors indicate that the Brazilian biomes content did not receive the proper attention, in the period from 2015 to 2019, in the “Natural Sciences and their Technologies” section of the National High School Examination (ENEM), which might suggest that these are considered secondary content in these exams. This can impact the scientific education of students and the development of skills that enhance the idea of belonging to a specific place in defined space and time. In educational, political, cultural, and social discussions, biomes are in focus and are understood as essential for the conservation of Earth's biodiversity. All of these aspects relate to environmental education and the ecological formation of individuals. In this qualitative study, a pedagogical intervention activity is reported, which was conducted with a group of high school students from a Brazilian Basic Education school as part of a master's research project. The students' activity consisted of creating six infographics, each covering one of the Brazilian biomes. These infographics, developed based on bibliographic research, were printed in poster format and displayed in the classroom as a didactic and motivational resource. The intention was to contribute to the scientific and ecological education of the students, especially regarding their awareness that knowledge about biomes is essential for their preservation. Emphasis was placed on the maintenance of genetic heritage of species, the ongoing need for soil and water conservation, as well as the preservation of forests, which are crucial for regulating rainfall and the planet's climate. It is concluded that the appropriate approach to biomes could be useful for the scientific and ecological education of students and should have a central place in basic education, not as an option but as a responsibility that must be urgently taken on.

Author Biographies

NOEMI BOER

PhD in Scientific and Technological Education from the Universidade Federal de Santa Catarina (2007), Master's in Brazilian Education from the Universidade Federal de Santa Maria, RS (1993). Specialisation in Environmental Preservation from the Universidade de Passo Fundo (UPF). Degree in Science, with a full degree in Biology; Degree in Pedagogy, Qualification in School Supervision from the Universidade de Passo Fundo (UPF). She is currently an adjunct professor III at the Universidade Franciscana (UNF) de Santa Maria, RS (Brazil), carrying out teaching and research activities with the Master's in Teaching Humanities and Languages (MEHL), a member of the Ethics Committee for Research with Human Beings (CEP/UFN). She is a collaborating professor in the Postgraduate Programme in Scientific and Technological Education at the Universidade Regional Integrada do Alto Uruguai e das Missões (URI), Santo Ângelo campus. She has experience in Education and Research Methodology, working mainly on the following subjects: environmental education, sustainability and socio-environmental issues. She is a leading researcher in the Teacher Training and Teaching Group and a member of the Teaching Humanities and Languages Group.

NEUSA MARIA JOHN SCHEID

PhD in Scientific and Technological Education from the Universidade Federal de Santa Catarina (2006), with a post-doctoral internship in Education from the Instituto de Educação da Universidade de Lisboa, Portugal (2014). She has an undergraduate degree in Science from the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (1980), a bachelor's degree in Biology from the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (1983) and a master's degree in Science Education from the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (2001). She is currently a professor at the Universidade Regional Integrada do Alto Uruguai e das Missões (Brazil), working as a permanent lecturer on the Postgraduate Programme in Scientific and Technological Education and as a guest researcher on the Postgraduate Programme in Science Education (UFFS). She has experience in the field of Education, with an emphasis on Science and Technology Education, working mainly on the following subjects: science education, teacher training, science teaching, history of science and conception of science. She is a leading researcher in the Science, Technology and Health Teaching Research Group (GPECTS) and Editor-in-Chief of the journal Vivências. Member of the Coordination Team of the International Science Education Research Network - RIEC.

CLÁUDIA RIGOLI SCHNEIDER

Master's in Scientific and Technological Education from the Universidade Regional Integrada do alto Uruguai e das Missões (URI). Postgraduate in Environmental Sanitation from the Faculdade Integrada da Grande Fortaleza (FGF). Graduated in Biological Sciences from the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí). Registered with the Regional Council of Biology under No. 069261/03. She is currently Pedagogical Coordinator and High School Teacher at Colégio Dom Hermeto, Três de Maio, RS (Brazil). High school teacher at the Frederico Jorge Logemann Technological Centre, Horizontina, RS. She has experience in Science and Technology Education, working mainly on the following subjects: science education, science and biology teaching, scientific and research methodology, environmental licensing and consultancy.

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Published

2024-09-06

Issue

Vol. 15 No. 1, TD1 (2024): Dossiê Temático - Rede Lusófona de Educação Ambiental: perspectivas de cooperação para construir respostas sociais a uma crise socioambiental global

Section

ARTICLES